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Journal articles on the topic 'Practical autonomy'

Author: Grafiati

Published: 29 June 2021

Last updated: 13 February 2022

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1

Jesus, Milena Silva de, and Fátima Aparecida Said. "Autonomia: conceitos e correlações com a prática do enfermeiro." Revista de Enfermagem UFPE on line 2, no. 3 (June 29, 2008): 284. http://dx.doi.org/10.5205/reuol.350-11415-1-le.0203200811.

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ABSTRACTThis article is a bibliographical study with describers: autonomy, nurses and assistance, as axles of the following contents: autonomy, conceptual means, determination and challenges in the contemporary time; the nurses, social practical its and the challenges to its autonomy. The aims are to describe concepts on the word autonomy and its inter-relations in its professional exercise. The conclusion is to have autonomy has been one of the great searches of the human being in the instauration of the solidity of its practical professionals, however, in nursing it gains happened complexities of its historical construction as profession and the exercise of the work. Descriptors: autonomy; nurses; assistance. RESUMOEstudo bibliográfico que parte dos descritores: autonomia, enfermeiros e assistência, como eixos norteadores para o encadeamento dos seguintes conteúdos: autonomia: raízes conceituais, determinações e desafios no contemporâneo; os enfermeiros, sua prática social e os desafios a sua autonomia. Os objetivos são elencar conceitos sobre a palavra autonomia e suas inter-relações no seu exercício profissional. Concluí-se que ter autonomia tem sido uma das grandes buscas do ser humano na instauração da solidez de suas práticas profissionais, entretanto, em Enfermagem ganha complexidades advindas da construção histórica como profissão e do entorno que acompanha o exercício do trabalho. Descritores: autonomia; enfermeiros; assistência.RESUMENEs un estudio bibliográfico con los descriptores: autonomía, enfermeros y asistencia como ejes para la articulación de los siguientes contenidos: autonomía: raices conceptuales, determinaciones y desafíos contemporaneos; los enfermeros, su práctica social y los desafíos a su autonomía. Los objetivos son describir conceptos de la palabra autonomía y sus interrelaciones en su ejercicio profesional. La conclusión es que tener autonomía ha sido una de las grandes búsquedas del ser humano en la instauración en el solidez de sus prácticas profesionales; en tanto en enfermería gana complejidades proveniente de su construcción histórica como profesión y del entorno que acompaña el ejercicio del trabajo. Descriptores: autonomía; enfermeros; asistencia.

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2

kerstein, samuel j. "AUTONOMY AND PRACTICAL LAW." Philosophical Books 49, no. 2 (April 2008): 107–13. http://dx.doi.org/10.1111/j.1468-0149.2008.457_2.x.

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3

Atkins, Kim. "Autonomy and autonomy competencies: a practical and relational approach." Nursing Philosophy 7, no. 4 (October 2006): 205–15. http://dx.doi.org/10.1111/j.1466-769x.2006.00266.x.

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4

Cuypers, Stefaan E. "Critical Thinking, Autonomy and Practical Reason." Journal of Philosophy of Education 38, no. 1 (February 2004): 75–90. http://dx.doi.org/10.1111/j.0309-8249.2004.00364.x.

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5

Watling, Rob. "Critical autonomy in practical media work." Critical Arts 12, no. 1-2 (January 1998): 138–62. http://dx.doi.org/10.1080/02560049885310091.

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Wise, Steve. "'Practical autonomy' entitles some animals to rights." Nature 416, no. 6883 (April 2002): 785. http://dx.doi.org/10.1038/416785a.

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FREY, JENNIFER A. "AGAINST AUTONOMY: WHY PRACTICAL REASON CANNOT BE PURE." Manuscrito 41, no. 4 (December 2018): 159–93. http://dx.doi.org/10.1590/0100-6045.2018.v41n4.jf.

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8

Stern, Robert. "The Autonomy of Morality and the Morality of Autonomy." Journal of Moral Philosophy 6, no. 3 (2009): 395–415. http://dx.doi.org/10.1163/174552409x433445.

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AbstractThis review article is a discussion of Charles Larmore's book The Autonomy of Morality. After presenting an outline of Larmore's position, it focuses on three critical issues: whether Larmore is right to see Kant as an anti-realist; whether he deals adequately with the threat to autonomy posed by the apparent obligatoriness of morality; and whether he establishes that the constructivist idea of practical reason as self-legislating must really be as unconstrained and empty as he suggests.

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Noller, Jörg. "From Autonomy to Heautonomy." Idealistic Studies 50, no. 3 (2020): 261–74. http://dx.doi.org/10.5840/idstudies2020821116.

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In this paper, I will shed light on Karl Leonhard Reinhold’s and Friedrich Schiller’s conceptions of practical self-determination after Kant. First, I outline Kant’s conception of freedom as autonomy. I then explain the so-called “Reinhold’s dilemma,” which concerns the problem of moral imputability in the case of immoral actions, which arises from Kant’s theory of autonomy. I then show how Reinhold and Schiller tried to escape this dilemma by developing an elaborated theory of individual freedom. I will argue that Reinhold’s and Schiller’s symmetrical account of freedom to act according and against the moral law is not to be confused with freedom of indifference but can be reconstructed in terms of practical self-determination on the basis of first-order desires and second-order volitions.

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Elzinga, Benjamin. "A relational account of intellectual autonomy." Canadian Journal of Philosophy 49, no. 1 (February 2019): 22–47. http://dx.doi.org/10.1080/00455091.2018.1533369.

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AbstractAccording to relational views of autonomy, some social relations or forms of dependence are necessary for autonomous agency. Recent relational theorists have primarily focused on autonomy of action or practical autonomy, and the result has been a shift away from individualistic conceptions of autonomy in the practical realm. Despite these trends, individualistic conceptions are still the default when it comes to autonomy of belief or intellectual autonomy. In this paper, I argue for a relational account of intellectual autonomy. Specifically, I claim that intellectual autonomy requires a sense of one’s standing as an equal member of the epistemic community.

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길병휘. "The Practical Understanding of Moral Autonomy and Moral Education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 37 (December 2011): 5–35. http://dx.doi.org/10.17282/ethics.2011..37.5.

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Priestman, Scott. "Authentic Autonomy: A Practical Reasoning Critique of Directive Moral Education." Paideusis 14, no. 2 (October 30, 2020): 5–19. http://dx.doi.org/10.7202/1072795ar.

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Jesus, Milena Silva de, and Fátima Aparecida Said. "Autonomy: concepts and correlations regards to practical of the nurse." Journal of Nursing UFPE Online 2, no. 3 (July 1, 2008): 257–61. http://dx.doi.org/10.5205/0203200811.

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GOWANS, CHRISTOPHER W. "Practical Identities and Autonomy: Korsgaard's Reformation of Kan's Moral Philosophy." Philosophy and Phenomenological Research 64, no. 3 (May 2002): 546–70. http://dx.doi.org/10.1111/j.1933-1592.2002.tb00160.x.

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15

Wade, John Christopher. "TOWARDS AUTONOMY IN LANGUAGE LEARNING: THEORETICAL IMPLICATIONS AND PRACTICAL APPLICATIONS." Verbum 8, no. 8 (January 19, 2018): 51. http://dx.doi.org/10.15388/verb.2017.8.11335.

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It is the purpose of this paper to examine some aspects of autonomy in language learning with a specific focus on the transition from high school to the first year at university. This transition can be problematic, in that study at a university level requires a degree of independence and initiative which is not generally required in the supportive learning environment of the school system. Our starting point is identifying those characteristics which make a good language learner (Naiman et al. 1978; Johnson 2001; Maftoon and Seyyedrezaei 2012) and to demonstrate that these characteristics are largely an innate capacity of some and not all learners. Among these characteristics there is the ability to establish a systematic and autonomous approach to the learning process on the basis of personal inclinations and individual life-skills (Dublin Descriptors 2005). In this sense the good learner is not a passive participant in the process, but, as Schön (1987) claims, acts as a ‘problem-solver’, able to make decisions and put those decisions into practice. That is to say, learning is ‘the creation of knowledge’ (Kolb 1984). Finally, an approach to developing learner autonomy is illustrated, based on the personal experience of the author within the context of a first year ESP course in Communication Studies at the University of Cagliari (Italy). The course makes extensive use of the new technologies through a Moodle platform. It will be demonstrated that a blend of traditional teaching and e-learning can provide a ‘bridge’ between school and university, allowing the learner to move within a flexible environment and acquire the skills necessary for successful learning.

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Al Khalifa, Fay Abdulla. "AUTONOMY IN ARCHITECTURAL EDUCATION: A BAHRAINI PERSPECTIVE." International Journal of Architectural Research: ArchNet-IJAR 11, no. 2 (July 18, 2017): 24. http://dx.doi.org/10.26687/archnet-ijar.v11i2.1248.

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Formal architectural education in Bahrain is relatively young, born only at the beginning of the twentieth century. This paper discusses autonomy in learning architecture, and the effect of using a mixed methods approach combining theoretical and practical assignments on students’ performance and understanding of complex architectural concepts. The study discusses the performance and progress of 81 undergraduate students in the course of Contemporary Architecture. The paper presents the students’ learning process and engagement that occurred throughout the given assignments, theorizing about how students could build on these processes to support their understanding of contemporary architectural and urban issues. The research concludes that both theoretical and practical educations are very helpful in the learning process. Nevertheless, active learning offers distinct advantages to architectural education, especially when combined with group work. The study also shows that while students were able to plan, design and construct spatial installations, they were less capable of reflecting on their projects philosophically. The results indicate the importance of practical experiences in enhancing overall student understanding of architectural phenomena.

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Clayton Thompson, Jack. "Law’s Autonomy and Moral Reason." Laws 8, no. 1 (February 15, 2019): 6. http://dx.doi.org/10.3390/laws8010006.

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This paper intends to set out an argument to Legal Idealism and a thesis that holds law and morality as necessarily connected. My focus is on deconstructing the Positivist argument to the Autonomy Thesis and beginning to reconstruct it through the application of morality to law’s autonomous authority. My aim, ultimately, is to demonstrate how, through the concept of law, practical reason might explain the related (and overlapping) notions of legitimacy, authority, and the obligation to obey through the necessary connection of law and morality. That is, I intend to demonstrate that morality both survives and remains identifiable (transparently) following the process of metamorphosis into institutionalised practical reasoning. If this is so, the authority of and obligation to law is simultaneously a form of morally rational obligation. In the response to the Positivist argument that moral values are incommensurate, I will show that this commensurability can be determined ‘artificially’ by a system of institutionalised reasoning (i.e., the law); this is to say, if I can show that the Legal Positivist argument is left incomplete without some explanation of moral values underpinning it, I need not to show that a specific, defensible moral truth or principle is required, but that an artificial weighting of abstract moral principles is sufficient

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Nguyen, Tai Nang. "SOLUTIONS FOR PROMOTING UNIVERSITY AUTONOMY IN VIETNAM." Globus: social sciences 7, no. 2(36) (July 19, 2021): 23–28. http://dx.doi.org/10.52013/2713-3087-36-2-5.

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Currently, university autonomy is an inevitable trend. Many countries worldwide exercise university autonomy because they consider it the most effective method to meet the demands of modern education and training. However, choosing the autonomy model and formulating policies on university autonomy must be based on scientific and practical foundations to be appropriate for each nation. The article studies the process of implementing university autonomy in some countries around the world. From there, the author draws on the expertise and solutions to implement autonomy in universities in Vietnam.

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Fuselli, Stefano. "Identità e autonomia: due nozioni alla prova del morbo di Alzheimer / Identity and autonomy: two notions at the test bed of Alzheimer’s disease." Medicina e Morale 67, no. 4 (October 30, 2018): 451–63. http://dx.doi.org/10.4081/mem.2018.552.

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Il morbo di Alzheimer è una patologia i cui effetti non sono dirompenti solo sul piano pratico, per i pazienti e i loro familiari o per il sistema socio-assistenziale, ma anche sul piano concettuale. Esso infatti mette a dura prova le correnti nozioni di identità e autonomia del soggetto, con notevoli conseguenze, prima ancora che sul piano pratico, sul piano teorico. Muovendo dal dibattito bioetico attuale, questo contributo intende portare allo scoperto quanto nel dramma dell’Alzheimer si manifesta circa la nozione di identità e di autonomia. La prospettiva prescelta non è pratica ma è teoretica, volta cioè non tanto al da-farsi ma al da-guardarsi. ---------- The effects of Alzheimer’s Disease are disruptive on a practical level for patients and their families as well as for the healthcare system. They are also disruptive on a conceptual level, because they challenge the current notions of identity and autonomy of the subject. The consequences are relevant first and foremost from a theoretical point of view rather than from a practical one. By considering the present debate in bioethics, this contribution aims to shed light on what AD can reveal about the notions of identity and autonomy. The perspective is a theoretical rather than a practical one, because it focuses on what has to be looked at rather than on what has to be done.

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20

Raz, Joseph. "Postema on Law's Autonomy and Public Practical Reasons: A Critical Comment." Legal Theory 4, no. 1 (March 1998): 1–20. http://dx.doi.org/10.1017/s1352325200000896.

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Postema's article discusses, lucidly and probingly, a central jurisprudential idea, which he calls the autonomy thesis. In its general form it is shared by many writers who otherwise support divergent accounts of the nature of law. It is, according to Postema, a thesis that is meant to account for a core idea, that the law's “defining aim is to … unify public political judgment and coordinate social interaction.” In some form or another this core idea is probably supported by Postema himself. However, in this article his concern is to criticize what he takes to be the widespread belief that it is explained by the autonomy thesis. The autonomy thesis is flawed and must be rejected. In arguing to that conclusion he succumbs to one of the unattractive tendencies of contemporary legal and political philosophy, namely he does not discuss anyone's view, but a family of views. This allows one to construct one's target by selecting features from a variety of authors so that the combined picture is in fact no one's view, and all those cited as adhering to it would disagree with it.

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Meynen, Gerben, and Guy Widdershoven. "Autonomy, Free Will, and a Rational Life-Plan: A Practical Perspective." AJOB Neuroscience 4, no. 4 (October 2013): 64–65. http://dx.doi.org/10.1080/21507740.2013.828113.

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22

Ba’ath, M. E., S. Almond, B. King, A. Bianchi, B. A. Khalil, and A. Morabito. "Short Bowel Syndrome: A Practical Pathway Leading to Successful Enteral Autonomy." World Journal of Surgery 36, no. 5 (February 29, 2012): 1044–48. http://dx.doi.org/10.1007/s00268-012-1512-5.

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23

Bardon, Thibaut, and Stefano Borzillo. "Communities of practice: control or autonomy?" Journal of Business Strategy 37, no. 1 (January 18, 2016): 11–18. http://dx.doi.org/10.1108/jbs-02-2015-0018.

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Purpose – The purpose of this paper is to address the question of how two seemingly opposite principles – managerial control and autonomy – simultaneously affect, positively and negatively, managers’ motivation to develop together innovative practices in a community of practice (the Custoprog community). Design/methodology/approach – A single-case study was conducted in the Custoprog community, during which 22 semi-directive interviews with Custoprog members were conducted over a period of eight months. Members are all EuroAirport middle managers of EuroAirport (a Western Europe international airport). Findings – The findings highlight how Custoprog members experience the conflicting situation of enjoying some autonomy (granted by top management), while being subjected to some degree of managerial control. Our results focus on how these two opposite principles (control and autonomy) simultaneously (positively as well as negatively) affect the motivation of Custoprog members to develop innovative practices together. Research limitations/implications – The study is limited by the scope of the sample. Further research conducted in multiple communities of practice (CoPs) may therefore be useful for comparability purposes, and to generalize our results. Practical implications – We provide a set of practical recommendations to steer CoPs effectively, by achieving a delicate balance between control and autonomy. Originality/value – Our investigation contributes to understanding the strategic benefits of using CoPs as an informal means of developing and diffusing customer-related innovative practices.

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Livingston, Amy, and Melanie Hudson. "Supervision: Supervision to Mentoring: Practical Considerations." Perspectives on Administration and Supervision 20, no. 2 (June 2010): 71–75. http://dx.doi.org/10.1044/aas20.2.71.

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As students transition from graduate programs to their Clinical Fellowship Experience, there is a corresponding shift in their autonomy and level of supervision. Supervisors of student clinicians and mentors of Clinical Fellows share many of the same roles and responsibilities as key figures in the professional development of the new clinician. Mentors are appropriately less directive than supervisors as part of a collaborative process with the Clinical Fellow. The mentor is charged with facilitating and promoting reflective practice techniques while giving consideration to influence and power; interpersonal skills; issues of race, culture, gender, and age; and professional ethics.

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Fauziati, Endang. "Promoting Learners` Autonomy Through Individualized Learning." Lingua Cultura 1, no. 2 (November 30, 2007): 105. http://dx.doi.org/10.21512/lc.v1i2.316.

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Article basically tries to explore the concept of individualized learning applicable in teaching learning process which can enhance learners’ autonomy and provides a brief practical guidance on how to put this concept into classroom practices. There are at least five underlying assumptions of learning based on this concept, namely: different learning styles, a variety of sources, teacher as facilitator, integrated learning tasks, and different learning goals. It can be concluded that classroom practices designed based on these concepts can improve learners’ autonomy, such as grouping, projects or tasks, and discussion.

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Zakiati, Elsa, Mastuang Mastuang, and Suyidno Suyidno. "Feasibility of Learner Autonomy Oriented Physics Learning Material to Train Student’s Science Process Skills." Berkala Ilmiah Pendidikan Fisika 7, no. 2 (June 30, 2019): 105. http://dx.doi.org/10.20527/bipf.v7i2.6405.

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Low level of student’s science process skills is due to the lack of use of experiments in learning. The study was conducted to produce learning materials which oriented to valid, practical, and effective learner autonomy; so that it is feasible to train student’ science process skills. The research uses the ADDIE development model design including Analyze, Design, Develop, Implement, and Evaluate. The research subjects were 30 students of class X B TKJ in one of vocational high school at Banjarmasin. The research instrument used a validation sheet, observation sheet from the lesson plan, observation sheet of science process skills, and test the learning outcomes of students. Further data were analyzed descriptively qualitatively and quantitatively. The results showed: 1) learning materials which oriented to learner autonomy were valid because the lessons plan, teaching material, student worksheet, and learning outcomes test were in the valid category, 2) learning materials which oriented to learner autonomy including practical because the component of lessons plans with direct instruction, guide inquiry and cooperative learning type group investigation in very practical categories, 3) learning materials which oriented to learner autonomy is effective because the cognitive N-gain tests are 0.51 in the medium category; 4) observations of science process skills in good categories and the result of N-gain science process skills tests are 0.76 in the high category. It can be concluded that the learning materials which oriented to learner autonomy were feasible to practice science process skills vocational high school’s students.

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Boda, Mihály. "Peacekeepers’ Autonomy and Military Authority." Academic and Applied Research in Military and Public 19, no. 2 (2020): 65–78. http://dx.doi.org/10.32565/aarms.2020.2.5.

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This article considers the problem of conciliation of military authority and peacekeepers’ autonomy. At first glance there is a tension between authority and autonomy in many areas of human life like religion, political life, national soldiering and even peacekeeping missions. The core of this tension is the practical contradiction between authority, which implies reason for controlling the behaviour of others, and the autonomy of the others, which involves reason for self-governing. This article proposes a distinction in peacekeepers’ autonomy between professional and moral autonomy, and suggests a way of explaining away the tension. The essential part of the solution is the claim that peacekeepers’ professional autonomy involves ‘building the moral community’ between the formerly hostile sides of a conflict within the confines of international military hierarchy. From this claim I draw the conclusions that the concept of military authority is part of the concept of peacekeepers’ professional autonomy, and that due to the content of peacekeepers’ professional autonomy, peacekeepers’ special moral autonomy is extended as compared to civilian moral autonomy.

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CASTEL GAYÁN, Sergio. "El nuevo régimen jurídico del derecho de participación ciudadana. Un repaso a la reciente oleada legislativa." RVAP 99-100, no. 99-100 (December 30, 2014): 885–914. http://dx.doi.org/10.47623/ivap-rvap.99.100.2014.036.

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LABURPENA: Azken aldian, agerikoa da autonomia-erkidegoen ≪boom arautzailea≫. Legeak onartzeko lehian ari dira, herritarren parte-hartzeko eskubidea berritzeko. Badirudi marko arautzaile berriak erabaki publikoetan herritarren parte hartzea beharrezkotzat jotzen duela, eta azken belaunaldiko autonomia-estatutuetako adierazpenak dituela inspirazio-iturri. Hala, eskubide hori erregimen juridikoaren bidez eman nahi du. Lan honek autonomia-erkidegoetako legegintzaren alderdi formal eta material garrantzitsuenak aztertu nahi ditu eta parte-hartzeko eskubide berriaren gainean hausnarketa egiten du ikuspegi teorikotik eta praktikotik. RESUMEN: En los ultimos tiempos asistimos al surgimiento de un ≪boom normativo ≫ por parte de las Comunidades Autonomas, que han iniciado una autentica carrera para aprobar Leyes cuyo objeto es renovar el derecho de participacion ciudadana. Este nuevo marco normativo, que parece consolidarse por un auge discursivo en torno a la necesaria implicacion de la ciudadania en las decisiones publicas, encuentra su inspiracion en las declaraciones efectuadas por los Estatutos de Autonomia de ultima generacion, profundizando en la calidad del ejercicio de este derecho a traves de un regimen juridico. El presente trabajo trata de analizar los aspectos formales y materiales mas importantes del reciente desarrollo legislativo autonomico, reflexionando sobre el nuevo derecho de participacion desde una perspectiva teorica y practica. ABSTRACT: During last times there has been an emergence of a ≪normative boom≫ by the Autonomous Communities that have started an authentic race to pass acts whose scope is to renew the right of citizen’s participation. This new normative framework, which seems to become established due to a discursive height around the necessary involvement of citizenship in political decisions, finds its inspiration in the statements set forth in the last generation Statutes of Autonomy, by delving in the quality of the exercise of this right by the means of a legal regime. This work deals with the analysis of the most relevant formal and material features in the recent autonomic legislative implementation, by thinking over the new right of participation from a theoretical and practical perspective.

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Kong, Sui Ting, Sarah Banks, Toby Brandon, Stewart Chappell, Helen Charnley, Se Kwang Hwang, Danielle Rudd, Sue Shaw, Sam Slatcher, and Nicki Ward. "Extending Voice and Autonomy through Participatory Action Research: Ethical and Practical Issues." Ethics and Social Welfare 14, no. 2 (April 2, 2020): 220–29. http://dx.doi.org/10.1080/17496535.2020.1758413.

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30

Gavrilyuk, Oksana A. "The Autonomy-Focused Approach in Higher Education: Theoretical Grounds and Practical Implications." Integration of Education 21, no. 3 (September 29, 2017): 360–70. http://dx.doi.org/10.15507/1991-9468.088.021.201703.360-370.

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31

Kwak, Hyon Kun. "Contextual analysis of resident autonomy concept in practical and academic language communities." Korean Public Administration Review 55, no. 2 (June 30, 2021): 29–53. http://dx.doi.org/10.18333/kpar.55.2.29.

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32

Pavlakos, George. "Constitutional Rights, Balancing and the Structure of Autonomy." Canadian Journal of Law & Jurisprudence 24, no. 1 (January 2011): 129–53. http://dx.doi.org/10.1017/s0841820900005099.

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The question of the character of constitutional rights norms is complex and admits of no easy answer. Without reducing the complexity of the issue, I attempt in this paper to formulate some clear views on the matter. I shall argue that constitutional rights reasoning is a species of rational practical reasoning that combines both balancing (as Robert Alexy admits) and the grounds as to why balancing is appropriate (deontological constraints). Absent the latter type of reason, the application of constitutional principles remains a pure instance of balancing. Each time those reasons are touched upon, however, balancing becomes subject to deontological constraints. Yet deontological reasons are neither self-proclaiming nor complete. Rather they require for their articulation the background of an already operational practice of practical (legal) reasoning. This practice exemplifies what I shall dub the structure of autonomy, that is, a set of regulative ideals, not yet definitive norms, that derive from the reflective character of human agency. This structure comes to light when one turns to the agent’s point of view – to the point of view of someone who is engaged reflectively with practical questions (questions about rights are par excellence questions of this type). The structure of autonomy is more fundamental than any deontological or teleological reasons: it is in its light that deontology and teleology need to be understood as representing merely complementary forms of argument, which can be employed in reasoning that aims to maximise constitutional rights provisions. At the same time, the structure of autonomy as a regulative ideal generates prima facie reasons for allocating greater weight to deontological arguments in the relevant contexts of balancing. Such prima-facie reasons do not prescribe fully-fledged deontological constraints, but merely set the burden of proof in favour of specific reasons and ensure that the structure of autonomy be respected overall.

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Moritz, Dominique, Phillip Ebbs, and Hamish Carver. "Paramedic ethics, capacity and the treatment of vulnerable patients." Journal of Paramedic Practice 12, no. 12 (December 2, 2020): 1–7. http://dx.doi.org/10.12968/jpar.2020.12.12.cpd1.

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Vulnerable patients are at an increased risk of harm or exploitation in healthcare. Their vulnerability may impede their autonomy, which can then affect their ability to self-advocate. Clinicians have an important role in supporting vulnerable patients and upholding their autonomy. This article explores practical issues of capacity, autonomy and beneficence as they apply to some of the most common vulnerable groups that UK paramedics may encounter: children, older people, those with a mental illness and persons with a disability.

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Ndubisi, Nelson Oly, Celine Marie Capel, and Gibson C. Ndubisi. "Innovation strategy and performance of international technology services ventures." Journal of Service Management 26, no. 4 (August 17, 2015): 548–64. http://dx.doi.org/10.1108/josm-04-2015-0118.

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Purpose – The purpose of this paper is to investigate the moderating role of structural autonomy in the relationship between innovation strategy and performance of international technology services ventures (ITVs). Design/methodology/approach – Data were collected from 200 ITVs serving markets outside their country of origin. Instrumentation followed standard procedure by adapting validated and parsimonious items from existing literature. Factor and hierarchical multiple regression analyses were applied to examine the hypothesised relationships. Findings – The results indicate a significant relationship between innovation strategy (namely service products innovation, process innovation and administrative innovation) and performance of ITVs. Structural autonomy moderates the relationship between process innovation, administrative innovation and performance. There is no moderating effect of autonomy in the association of service products innovation and performance. Research limitations/implications – The study corroborates the argument that service firms have more to gain by granting autonomy. In the context of ITVs, such gains are directly linked to performance through enhanced innovation in service products, processes and administration. It adds to the growing suggestions and rebuttals in the literature of a trade-off between innovation and communication; and between exploration of new knowledge and exploitation of existing knowledge in organisations when there is autonomy. Practical implications – Management can increase innovation and performance by granting greater autonomy to employees. Managers who are concerned that autonomy’s capacity to increase innovation capability may come at the expense of intra-organisational communication can be assured that intra-organisation communications can exist in the face of autonomy, and there is no real trade-off after all. Similarly, there is no basis for any concern for potential trade-off between exploration of new knowledge and exploitation of existing knowledge in organisations. Originality/value – Research suggests that autonomy of subsidiaries, units, groups or individuals encourages innovation, and that innovation strategy can enhance organisational performance. However, there is a counter-argument that same autonomy potentially hinders exploitation and performance of innovations. The study sheds more light on these anecdotal views based on data from ITVs.

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Chen, Lu-Jui, Hung-Tai Tsou, and Chun-Chung Chen. "An Enabling Mechanism for Subsidiary Autonomy." Journal of Management Research 12, no. 1 (October 27, 2019): 1. http://dx.doi.org/10.5296/jmr.v12i1.15595.

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Most studies discuss the mechanisms through which multinational enterprises (MNEs) empower their autonomy to their subsidiaries. However, how giving autonomy can promote one’s absorptive capability is less investigated. In addition, the linked relationship is important for subsidiaries, but it also has a spillover effect. Based on this idea, this study analyzes the market conditions and springboard intentions as the reasons for subsidiary autonomy. We use data from subsidiaries that are located in Taiwan to test our contention. Our findings indicated that market conditions have positive impacts on empowering autonomy, and autonomy would allow subsidiaries to improve their knowledge absorption capacities. This study also verified the mediating effect of autonomy and the moderating effect of vertical integration quality. In general, our findings contribute to international enterprise and subsidiary management theory and have practical referential value for spillover effects and investment strategies.

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Johari, Johanim, Fee Yean Tan, and Zati Iwani Tjik Zulkarnain. "Autonomy, workload, work-life balance and job performance among teachers." International Journal of Educational Management 32, no. 1 (January 8, 2018): 107–20. http://dx.doi.org/10.1108/ijem-10-2016-0226.

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Purpose The purpose of this paper is to examine the influence of autonomy, workload, and work-life balance on job performance among teachers. A survey was carried out among teachers in public schools in the Northern Region of Peninsular Malaysia. Design/methodology/approach This study adopted a quantitative approach to address the research objectives. A total of 302 teachers reported on their level of autonomy, workload, and work-life balance as well as job performance. Data were analyzed using Statistical Package for Social Sciences version 17.0 and Partial Least Square (Smart PLS) version 2.0. Findings Based on the statistical analyses conducted, the findings reported that autonomy and work-life balance had a significant impact on respondents’ job performance. Workload, on the other hand, had no substantial bearing on job performance among school teachers in this study. Practical implications In terms of practical ramifications, the management of schools need to focus on measures to enhance autonomy and work-life balance in improving job performance among teachers. Finally, directions for future research and conclusion of the study are also presented. Originality/value Discussions emphasized on the importance of work-life balance and autonomy in elevating job performance among teachers. This study also provided partial support to the Border and Boundary Theory.

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Alrabai, Fakieh. "Exploring the Unknown: The Autonomy of Saudi EFL Learners." English Language Teaching 10, no. 5 (April 26, 2017): 222. http://dx.doi.org/10.5539/elt.v10n5p222.

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This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners’ level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners’ level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were non-autonomous, with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.

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Mapes, Marianna V., Peter A. DePergola, and William T. McGee. "Patient-Centered Care and Autonomy: Shared Decision-Making in Practice and a Suggestion for Practical Application in the Critically Ill." Journal of Intensive Care Medicine 35, no. 11 (August 26, 2019): 1352–55. http://dx.doi.org/10.1177/0885066619870458.

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Decision-making for the hospitalized dying and critically ill is often characterized by an understanding of autonomy that leads to clinical care and outcomes that are antithetical to patients’ preferences around suffering and quality of life. A better understanding of autonomy will facilitate the ultimate goal of a patient-centered approach and ensure compassionate, high-quality care that respects our patients’ values. We reviewed the medical literature and our experiences through the ethics service, palliative care service, and critical care service of a large community teaching hospital. The cumulative experience of a senior intensivist was filtered through the lens of a medical ethicist and the palliative care team. The practical application of patient-centered care was discerned from these interactions. We determined that a clearer understanding of patient-centeredness would improve the experience and outcomes of care for our patients as well as our adherence to ethical practice. The practical applications of autonomy and patient-centered care were evaluated by the authors through clinical interactions on the wards to ascertain problems in understanding their meaning. Clarification of autonomy and patient-centeredness is provided using specific examples to enhance understanding and application of these principles in patient-centered care.

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Weiner, Jennie M., and Sarah L. Woulfin. "Controlled autonomy: novice principals’ schema for district control and school autonomy." Journal of Educational Administration 55, no. 3 (May 2, 2017): 334–50. http://dx.doi.org/10.1108/jea-03-2016-0032.

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Purpose The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement, conceptualized what the authors label “controlled autonomy” – a condition in which school leaders are expected to both make site-based decisions and be accountable to district oversight. The study aims to support more effective interactions between school and district leaders around controlled autonomy to increase performance. Design/methodology/approach Using schema as a framework to guide the inquiry, this paper uses qualitative methods and interviewing in particular to explore the questions of interest. Seven novice principals were each interviewed three times over the year each interview lasting approximately one hour (n=21). Data were analyzed thematically using both inductive and deductive coding techniques. Findings Findings show that principals tended to group potential district supports into four categories: operations, instruction, advocacy, and vision and their perceptions regarding the balance between their and the district’s control over activities in each category was dynamic, varied and dependent on views relating to issues as broad as values alignment to perceptions of bureaucratic efficiency. Research limitations/implications Because of the small sample size and methodological approach, it may be inappropriate to generalize the findings across all controlled autonomy contexts. Further research in additional settings is encouraged to support the proposed findings. Practical implications This paper has a number of implications for districts and school leaders. Among these is the need for districts to better articulate the parameters of controlled autonomy and for school leaders to receive more and more effective training and support to effectively utilize autonomy as a mechanism for reform. Originality/value This work fills a gap in the research regarding on how principals conceptualize controlled autonomy or, more specifically, how they view what school autonomy should look like relative to district control and is this paper’s focus. It also provides insights into practice and potential means to enhance a growing, but so far unevenly implemented and under performing reform initiative (i.e. controlled autonomy).

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Halpin, Andrew. "Law, Autonomy, and Reason." Canadian Journal of Law & Jurisprudence 13, no. 1 (January 2000): 75–102. http://dx.doi.org/10.1017/s0841820900002319.

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Joseph Raz’s recent discussion of law’s autonomy and public practical reasons, in response to an essay by Gerald Postema, provides further illumination of Raz’s own view of the nature of law; it forcefully challenges Postema’s purported identification of the defining task of law; and it clarifies the relationships between a number of strands, or theses, that enter the debate over an appropriate theoretical model for law. It is not necessary to locate this discussion within the more general setting of the conflict between Natural Law and Positivism—nor is it in any case clear that that sharp contrast is sustainable. Within the traditionally accentuated divide between Natural Law and Positivism, to talk of the autonomy of law would be taken as a simple positivist proclamation against the subjugation of law to moral standards. What emerges from Raz’s article is a subtle interplay between different characteristics and expressions of the law, which is capable of entertaining moral influence and social objective whilst retaining clear theses that seek to capture the distinctively legal nature of the phenomenon under investigation.In Raz’s recent article, the distinctive nature of law is still linked to an idea of autonomy expounded in terms of the sources thesis and the pre-emption thesis. The former identifies legal materials with legal sources free from the constraints of a further evaluative check, and the latter provides legal reasons to act for those subject to the law free from the consideration of further extra-legal factors. The greater sophistication of this concept of autonomy rests on the allowance Raz gives to the impact of moral factors and issues of social cooperation on legal reasoning, and his acknowledgment that legal reasoning itself is not autonomous.

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Dietsch, Peter. "Can Minimal Autonomy Legitimate Coercive Institutions?" Journal of Moral Philosophy 13, no. 2 (March 16, 2016): 235–44. http://dx.doi.org/10.1163/17455243-01302006.

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The central thesis of Hassoun’s book states that coercive international institutions, in order to be legitimate, must ensure sufficient autonomy for those subject to them. While part i analyses the theoretical structure of this argument, part ii aims to assess its practical implications in the contexts of aid and trade. This effort to bridge the gap between theory and practice is welcome, even though the connection could be strengthened further. At the core of Hassoun’s theoretical stance lies the innovative idea of a sufficientarian account of the legitimacy of coercive institutions. This review suggests that, in contrast to a sufficientarian theory of the just distribution of material resources, relying on a sufficientarian view in the context of legitimacy is more controversial. Following the discussion of some more specific theoretical issues, the review closes with an evaluation of Hassoun’s proposal of a fair trade certification system for pharmaceutical companies.

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Black, Lesley-Ann, Conor Mcmeel, Michael Mctear, Norman Black, Roy Harper, and Michelle Lemon. "Implementing autonomy in a diabetes management system." Journal of Telemedicine and Telecare 11, no. 1_suppl (July 2005): 6–8. http://dx.doi.org/10.1258/1357633054461886.

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We have developed a speech-based telemedicine system which enables patients with hypertension and type 2 diabetes mellitus to send frequent, home-monitored health data via the telephone to the point of care. The decision support module in the system was tested using data from a cohort of 10 patients generated over a two-year period. Results from the tests indicate that the system is effective in providing personalized feedback to the patient and in generating alerts for the clinical user. The work suggests that this method of care delivery is practical, informative, and may improve the efficiency of chronic health-care delivery by reducing costs and improving patient-physician communication between hospital visits.

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Søberg, Peder Veng, and Brian Vejrum Wæhrens. "Subsidiary autonomy and knowledge transfer." Journal of Global Operations and Strategic Sourcing 13, no. 2 (November 17, 2019): 149–69. http://dx.doi.org/10.1108/jgoss-04-2018-0016.

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Purpose This paper aims to explore the effect of subsidiary autonomy on knowledge transfers during captive offshoring to emerging markets. Design/methodology/approach Five longitudinal cases of captive R&D and manufacturing offshoring to emerging markets. Findings The propositions entail the dual effect of operational subsidiary autonomy on primary knowledge transfer and reverse knowledge transfer. For newly established subsidiaries, operational subsidiary autonomy has a mainly negative effect on primary knowledge transfer and a mainly positive effect on reverse knowledge transfer and local collaboration activities increase this effect. Strategic subsidiary autonomy is mainly negative for primary and reverse knowledge transfer. Research limitations/implications Limitations concerning the applied exploratory case study approach suggest that further research should test the identified relationships using surveys, after the initial pilot study. Practical implications A gradual increase of operational subsidiary autonomy as the subsidiary capability level increases is beneficial to ensure primary knowledge transfer. Allowing subsidiaries to collaborate locally within the confines of their mandates benefits reverse knowledge transfer. Originality/value This paper extends the secondary knowledge transfer concept to include knowledge flows with local collaboration partners, not only other subsidiaries and clarifies the distinction between operational and strategic autonomy concerning local collaboration. A subsidiary asserts operational autonomy when its collaboration with local partners relates to its existing mandate. A subsidiary asserts strategic autonomy when it collaborates with local partners beyond this mandate.

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Marconato, Tialhes Farias, Silvani Vargas Vieira, Miriam Cabrera Corvelo Delboni, and Fernanda Alves Carvalho De Miranda. "Guia prático de excercícios de alongamento como promotor de autonômia em um grupo de mulheres / Promoting autonomy in a group of women with a practical guide to stretching." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 2, no. 2 (April 30, 2018): 414–31. http://dx.doi.org/10.47222/2526-3544.rbto13522.

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A Terapia Ocupacional desenvolve sua prática e estudo sobre as atividades humanas com a utilização de recursos e instrumentos terapêuticos, que podem beneficiar o processo de envelhecimento. Nesse sentido, o estudo visou reconhecer e descrever a percepção de mulheres com idade entre 40 e 60 anos de idade, participantes de um grupo de Terapia Ocupacional, quanto às repercussões da utilização de um Guia Prático de Alongamento, no desempenho das atividades cotidianas. Para tanto, realizou-se uma pesquisa qualitativa, exploratória e descritiva, por meio de Grupo Focal. Verificou-se que a utilização do Guia influenciou no controle da dor, na autonomia para realização de atividades de vida diária e na percepção do próprio corpo das participantes do estudo. Conclui-se que o Guia Prático de Alongamento é uma ferramenta simples, porém relevante para melhorar a consciência corporal, a autonomia e independência de indivíduos em processo de envelhecimento, sugerindo-o como um instrumento indicado para outras populações. AbstractOccupational Therapy carries out the practice and study of human activities by employing therapeutic resources and instruments, which can benefit the aging process. Thus, the aim of this study was to identify and describe the perception of women between the ages of 40 and 60 in an Occupational Therapy group regarding the effects of using a Practical Guide to Stretching on the performance of their daily activities. In that sense, a qualitative, exploratory and descriptive Focus Group research was carried out. It was verified that the use of the Practical Guide had an influence on participants' pain control, autonomy to perform daily activities and body perception. It was concluded that the Practical Guide to Stretching is a simple but relevant tool that helps aging individuals improve their body awareness, autonomy and independence. It is also a suitable tool for other populations.Keywords: Muscle Stretching Exercises; Qualitative Research; Occupational Therapy.

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Mello, Heliana, Deise P. Dutra, and Miriam Jorge. "Action research as a tool for teacher autonomy." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 512–28. http://dx.doi.org/10.1590/s0102-44502008000300007.

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This paper focuses on the pertinence of Action Research as a practical tool in the enhancement of language teachers' autonomy. We report on the results achieved after a year of collaborative action research undertaken by teachers enrolled in a Teacher Education Continuing Program and point out the steps taken throughout this initiative. We conclude by reflecting about the insights gained through this experience and additionally point out adaptations and new directions that might be pursued in the search for teachers' autonomy along their careers.

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Dobrijevic, Aleksandar. "The dualism of practical reason and the autonomy: Sidgwick’s pessimism and Kant’s optimism." Filozofija i drustvo 27, no. 4 (2016): 749–56. http://dx.doi.org/10.2298/fid1604749d.

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The question this paper is concerned with is: what if Immanuel Kant found a solution to the problem of the dualism of practical reason before Henry Sidgwick even came to formulate it? A comparison of Sidgwick?s and Kant?s approach to the problem of the dualism of practical reason is presented only in general terms, but the author concludes that this is sufficient for grasping the advantage of Kant?s solution to the problem.

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Popov, R. "Practical aspects of higher school students’ autonomy development: criteria, indicators, levels of experiencе." Pedagogy of the formation of a creative person in higher and secondary schools 65, no. 2 (2019): 107–11. http://dx.doi.org/10.32840/1992-5786.2019.65-2.19.

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Porter, Jean. "Book Review: Natural Law and Practical Reason: A Thomist View of Moral Autonomy." Theological Studies 62, no. 4 (December 2001): 851–53. http://dx.doi.org/10.1177/004056390106200424.

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Abbass, Hussein A., George Leu, and Kathryn Merrick. "A Review of Theoretical and Practical Challenges of Trusted Autonomy in Big Data." IEEE Access 4 (2016): 2808–30. http://dx.doi.org/10.1109/access.2016.2571058.

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reath, andrews. "AUTONOMY, TAKING ONE'S CHOICES TO BE GOOD, AND PRACTICAL LAW: REPLIES TO CRITICS." Philosophical Books 49, no. 2 (April 2008): 125–37. http://dx.doi.org/10.1111/j.1468-0149.2008.457_4.x.

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